The Structure,Evaluation And Cultivation Of Teachers’ Disposition ——Based On Teacher Education Policy And Practice In American

Since the publication of the report "A Nation in Crisis: The Imperative of Education Reform" in the 1950 s,the problem of "low quality" in the field of education in the United States has been highly concerned by all walks of life in the United States,thus setting off a wide range of education and teaching reform.Among them,teacher education,as the fundamental way to train teachers,has attracted much attention in the educational reform,and many educational institutions and scholars have been involved in the reform of teacher education.The question of "Teacher disposition" put forward under such historical background.Based on the reform of teacher education in the United States and the policies and practices in teacher education,this thesis will also discuss the question about disposition structure,disposition evaluation and cultivation of teacher disposition issues.The research content is mainly divided into four parts:The first part mainly discusses the teacher education reform since 1950 s as the entry point to analyze the historical background and problem of teacher disposition posing.The specific content is mainly based on the teacher education policies,education laws,teacher evaluation standards and other aspects introduced by the United States in different periodsThe second part mainly analyzes the structure of teachers’ disposition from the theoretical and practical levels,and the specific structural analysis is mainly based on three factors involved in the practice of teacher education in American colleges and universities,for example the views of different scholars,the standards of teacher education in colleges and the disposition requirements of teachers involved in the practice of teacher education in American colleges and universities,and so as to clarify the structure of teachers’ disposition.Judging from the existing research,the development of teachers’ disposition structure has been enriched with the development of the times,and the scope of its content coverage has become increasingly complex.The third part mainly uses a case study approach,using the University of North Carolina Teacher Education Project as an example to explore the specific process of teacher disposition evaluation.Among them,the article analyzes in detail the four evaluation tools and indicators used in the school’s educator disposition evaluation system,and clarifies the basis and way for the implementation of the school’s teacher disposition evaluation.In addition,the article focuses on the specific operation and process of teacher disposition evaluation at the primary and advanced license levels of the school,and discusses the implementation of the teacher disposition evaluation of the school.The fourth part mainly explores the cultivation of teacher disposition,and analyzes the feasibility of teacher disposition training through the discussion of some controversial views in the academic community.In addition,based on the teacher training theory under the framework of the ASU concept,the influencing factors of teacher disposition training and some strategies for implementing training are discussed.In general,the research on teacher disposition come outs of the field of American teacher education reform and practice in the United States.After years of research on the development of teacher disposition is becoming increasingly mature,teacher disposition has gradually become an important dimension of teacher training in teacher education and certification programs in the United States,as well as an important indicator of teacher certification and evaluation.With the deepening and dissemination of research,teacher disposition has become an important part of the research in the field of teacher education all over the world.Our country should also strengthen the research in this field to make up for the shortcomings in the research and practice of teachers’ disposition.